Suchergebnisse

The scope and complexity of functions required to maintain equipments or systems in operational readiness has multiplied with the increased sophistication of product technology. Support costs often exceed original investment and demand a high order of managerial skill and coordination for their control. Development of improved maintenance/support techniques and an Integrated Maintenance Management concept have been fostered especially in the military services and the defense industry. Wider diffusion of knowledge in this field is needed, and will be available through educational programs now being planned in the Department of Defense and the National Security Industrial Association. Training for maintenance managers will encourage continuing improvements in technical support functions. Orientation of other management people should yield better coordination and help ensure operational success.

The extended study of multiple-handicapped and deviant blind children has shown that if special treatment and care were provided, a surprisingly large percentage of these children could be habilitated sufficiently so that they might enter either day school classes or residential schools. Since the problem of these blind children is still urgent and gives every evidence of continuing to remain so, suggestions for adequately staffed special treatment units as adjuncts to existing state schools have been submitted. The importance of training and stimulation early, in the crucial stage, has been demonstrated in the dramatic changes possible in the developmental growth of deviant blind children as a result of the experimental summer sessions held at the Michigan School for the Blind.

Games have been used in the study of international politics; if they were not so demanding of time and energy, they would probably be used more. A Berlin crisis, or a busy day in the life of the United Nations, lends itself to this procedure. Participants usually represent "countries" and they may be encouraged to play the "role" of the country, acting as they believe the country would act, or they may be encouraged to behave in the game as they believe the country ought to behave in its own interest. The game may be organized for research, the participants being scholars and policy analysts; or it may be organized as training, to give students vicarious experience in the complexities of international politics.

Portuguese, a relative newcomer to most college and university curricula, may possibly have been taught in the United States as early as the close of the seventeenth century in a school belonging to the Spanish and Portuguese Synagogue of New York City. It seems likely that the early records kept in Portuguese over several decades were written by those who received their training in the language in New York City. Instruction in Portuguese in college was first offered by a Frenchman, Father Peter Babad of the Society of St. Sulpice. Just when the priest began teaching Portuguese at St. Mary's College in Baltimore, Maryland, is not precisely known, but in 1816 he had a class in it under the auspices of the Department of Classical Languages.

Editor's Note: This department, which has appeared on an experimental basis for several months, has now become a regular feature of the New Outlook for the Blind. Dr. Rusalem, who will continue to conduct the column, is director of professional training at the Industrial Home for the Blind, Brooklyn, New York; and associate professor of education at Long Island University, also in Brooklyn. His most recently completed research, to be published in the near future, is The Vocational Adjustment of the Deaf-Blind Adult, one aspect of a multi-disciplinary study of the deaf-blind individual sponsored by the Industrial Home for the Blind in cooperation with the U. S. Office of Vocational Rehabilitation, and directed by George E. Keane, assistant executive director at IHB.

The PDF for the 11/21/58 meeting is 103 pages long and covers topics such as: course revisions; ratification of a contract between Texas Tech and the City of Dallas for senior Horticulture and Park Management class project; renewal of contract between the federal government and Texas Tech for air flight training; protest of action by the Texas Commission on Higher Education against the Museum and the nuclear reactor for the School of Engineering; awarding the contract for the construction of the new Classroom and Office Building; numerous building renovations and additions; and a recommendation for a joint committee from the public schools and Texas Tech to explore continued use of Tech athletic facilities.

The common tendency to confine thinking about family services to the professional activities of public and private agencies ignores both commercial services and the functions which families perform for themselves. With their higher incomes, education, leisure, and competence for working out patterns of mutual aid with their urban neighbors, American families will probably rely less in the future on professional assistance and more on themselves. The role of the professional will remain that of remedying difficult cases, of setting stand ards of competence, and of training lay leadership in hygiene, child development, adult education, recreation, and counseling. There will be more emphasis on diffusing the means and knowledge of optimal development of capacities and less on minimal standards of subsistence and adjustment.

The study of the value of politicians as orators remains to be made. How have they been trained? Do they actually have courses of training in this skill? How are their speeches prepared; by summaries of texts, by improvisation, by the use of a corps of collaborators, etc? How can their style be explained; by the influence of the group in which they live, by the nature of their pol'al party, by parliamentary habits, etc? How can the particular situation of the diplomats be explained? It will be necessary to record the debates & great speeches of the politicians & the diplomats & to ask them to recollect, in their memoires, their oratorical experiences. Tr by J. A. Broussard from IPSA.

The history of international relations has lent itself to many uses. Its narrators have employed the tangled web of intention, maneuver, alliance, and war to vindicate or besmirch men's reputations, prove the guilt or innocence of nations in conflict, enrich traditions, furnish precepts for the present, and provide guides to the future. Their activity has gone on for a very long time and the product of their research has grown enormous. Presumably such a vast and varied output reflects a number of needs and interests. But is its perusal a useful way of gaining insight into the varied problems of international politics? More, as diplomatic history customarily is written, does it constitute an effective training ground for statesmen?

From May 6 to 10, 1952, the fourteenth meeting of the Caribbean Commission was held in Pointe-à-Pitre, Guadeloupe. Prominent in the commission's deliberations were preparations for the fifth session of the West Indian Conference, scheduled to open in Jamaica in November. The provisional agenda of this conference session, which was to concentrate attention on the subject of industrialization, included the historical background of and agricultural bases for industrialization, the role of governments in promoting industrialization, and vocational training and other measures to increase productivity of labor. The commission was to consider two proposed conferences, one on trade promotion and the other on the timber trade. A report on the status of technical assistance projects also was on the commission's agenda.

Interim Commission of WHO: The third session of the Interim Commission of WHO, which began on March 30, 1947 at Geneva, closed on April 12, after assigning priority to the various health problems confronting the world. Representatives of sixteen of the eighteen member states (Liberia and the Ukrainian SSR being absent) attended the session. Results of Conference discussions indicated wide-spread agreement on such matters as 1) appointment of expert committees to develop program proposals relating to specific diseases, 2) strengthening of national health services, and 3) facilities for training public health personnel. It was hoped that a practical first year's program could be presented to the first World Health Assembly when that body convenes, probably in February, 1948.

John Finn writes to his father, James G. Finn, from Fort Custer, Michigan, in August 1943; he describes his studies and room at the Military Police Replacement Training Center and asks how the crops are coming along and for news from home; he went to a show and got his picture taken at the U.S.O. Letter is postmarked 23 August 1943. ; John R. Finn's education at Norwich University was interrupted by World War II. During the war, he served in the 8th Armored Division of the U. S. Army in the European Theater and was awarded the Purple Heart after receiving a hand wound. He returned to Norwich University after the war and graduated with a BA degree in English in 1946.

Mental discipline in education, by E.L. Youmans.--On the importance of the study of physics, by J. Tyndall.--On the educational claims of botanical science, by A. Henfrey.--On the method of study of physiology, by J. Paget.--Observations on the education of the judgement, by [M.] Faraday.--On the influence of the history of science upon intellectual education, by W. Whewill.--On the importance of the study of economic science, by W.B. Hodgson.--On political education, by H. Spencer.--On early mental training and the studies best fitted for it, by F.A.P. Barnard.--The development of ideas in physical science, by J.Von Liebig.--Observations on the scientific study of human nature, by E.L. Youmans.--AFppendix [Extracts] ; Mode of access: Internet.

Describes the causes of deprivation of information for deaf-blind people and provides suggestions for interpreters and communication partners. Causes include an inability to assimilate incidental information (information gained by looking around a room or by listening while uninvolved in a situation), censorship (e.g., when interpreters or family members consciously or subconsciously censor information due to lack of skills or because they think the information will be unpalatable or politically incorrect), inconsistency in the use of communication forms. All of these things may lead to relationship difficulties, learning stagnation, and withdrawal. Solutions include improved training for sign language interpreters, development of paraphrasing skills, more recognition of the separate and unique needs of deaf-blind people, and recognition of deaf-blind culture.

La tarea de educar, y como tal el proceso educativo, implica el establecimiento de acuerdos de convivencia que, como tales, buscan formar ciudadanos que tengan la capacidad de orientar y evaluar sus acciones, acorde a los grupos sociales a los cuales pertenecen. La institución educativa, en términos generales, tiene como uno de sus fines la promoción de la convivencia y la ciudadanía. Esto implica necesariamente que la escuela tiene que responder a las realidades sociales en las que está inmersa. Es así, como la formación para la autonomía se plantea como un medio que permitiría estructurar un ambiente propicio para la construcción de una verdadera sociedad democrática, donde los miembros conocedores de sus derechos y deberes tengan la opción de ser participes en la construcción de ambientes de convivencia pacífica. Es aquí donde el manual de convivencia escolar se puede configurar como una primera forma de acercar al estudiante a las normas que rigen una sociedad. Si el propósito de la educación ciudadana es la formación de personas autónomas, estas normas (que hacen parte del manual de convivencia) deben promover la deliberación como un medio para establecer acuerdos que sean significativos para los estudiantes, de tal forma que ellos puedan asumir estas normas como principios de vida. ; The task of educating, and as such, the educational process, implies the establishment of coexistence agreements that, as such, seek to form citizens who have the capacity to guide and evaluate their actions, according to the social groups to which they belong. The educational institution, in general terms, has as one of its aims the promotion of coexistence and citizenship. This necessarily implies that the school has to respond to the social realities in which it is immersed. Thus, as training for autonomy arises as a means to structure an environment conducive to the construction of a true democratic society, where members know their rights and duties have the option of being involved in the construction of environments peaceful coexistence. It is here, where the coexistence manual can be configured as a first way to bring the student to the rules that govern a society. If the purpose of citizenship education is the formation of autonomous persons, these norms (which form part of the coexistence manual) should promote deliberation as a means to establish agreements that are meaningful for students, so that they can assume these norms as principles of life. ; Universidad del Rosario ; 2019-08-01 06:01:01: Script de automatizacion de embargos. info:eu-repo/date/embargoEnd/2019-04-04